Group 3

5. Strategies for CPD and professional enhancement of teacher educators

6. Strategies for improving content and delivery of teacher educa<on
courses
Informa.on gathering:
Methodology used

Documents review (including SITE programmes, SITE capacity needs assessment,
World Bank project proposal, MTS, Teacher reten<on report)

Classroom observa3on 4 team members observed 4 dierent sessions

Focus group interviews with -one group of 21 students and

-one group of sta (19 persons including support sta)

-Mee<ng with SITE management s<ll to be done
Main ndings

A few ini<a<ves have been or are being considered, eg collabora<on

with Singapore NIE, and Mauri<us Ins<tute of Educa<on

Being done through the MoE, making the process more complicated and lengthy

Sta felt that as a PC the ins<tute should be able to nego<ate directly, in

accordance with its charter
Findings, cont
SITE has only 18 full-<me teaching sta members, and they have to do
everything: teaching and prac<cum supervision; program development
(CBA, MOOC modules); curriculum development for schools (expected);
research and special events
sta generally feel overloaded and despondent
Course teams have liYle <me to meet
They would wish to be involved in CCATS curriculum ini<a<ve but there is so liYle <me
They have many dicul<es with the CBA program development process and format
dense and <me consuming
PD <me is allocated once a week but ac<vi<es remain ad hoc
They feel unsupported
Findings, cont
Students maintain they are commiYed and want to succeed as
teachers; they also want to encourage others to join teaching

High expecta<ons of SITE didnt materialize

They feel overloaded numerous assignments that come at the same <me
Limited support from SITE, schools and MoE
Inconsistencies in receiving feedback on performance
Diculty in ge_ng an overview of learning programmes
Recommenda.ons
5 Strategies for CPD and professional enhancement of teacher educators

One person should have responsibility for developing CPD at SITE to ensure that
it becomes part of the ins<tu<ons culture. CPD programmes should also be
linked to the teacher appraisal system. Which CPD programmes?- for teachers or
teacher educators?
In the longer term SITE should become a focal point for and provider of CPD
opportuni<es for all teachers and school leaders. (Group 3?)
Build a culture of self-improvement within SITE, through self-study, par<cipa<on
in school-based ac<on research projects and other research and development
projects with UniSey and other higher educa<on ins<tu<ons.

Develop stas capaci<es in Educa<on Studies (EDST) and provide training for
new EDST specialists as lead persons in each subject area of teacher educa<on.
Recommenda.ons
5 Strategies for CPD and professional enhancement of teacher educators

Establish a clear progression pathway for teacher educators, linked to pay and other incen<ves.

Develop an induc<on programme for new SITE sta, including formal mentoring.

Plan for and provide opportuni<es for longer term training of all SITE teaching sta, to at least
Masters level, and including succession planning.

Establish links with regional and interna<onal teacher educa<on ins<tu<ons that promote
professional development.

The proposed ac<ons of the World Bank project related to teacher educa<on, should be realigned
to take account of the needs iden<ed and recommenda<ons made through this task force.

Recommenda.ons
6 Strategies for improving content and delivery of teacher educa.on courses

Together with SQA, review the exis<ng CBA programme development

format to make it more user friendly and less <me consuming for all
developers and users.

Appoint a dedicated team, including competent resource persons from
anywhere in or outside the educa<on system, to develop teacher
educa<on programmes (including face-to-face and MOOC) within a
specied period of <me, under the guidance of an assistant director for
studies.

Strengthen the EDST components of all teacher educa<on programmes, in
par<cular to enhance the sociology and philosophy related aspects of
EDST.

Recommenda.ons
6 Strategies for improving content and delivery of teacher educa.on courses

Make use of exis<ng online resources, such as the COL B Ed modules and
others, to enrich local programmes..

Review the competency prole for student teachers, along with the
framework for newly qualied teachers, to ensure alignment with the
teacher appraisal system and the expecta<ons of the Na<onal Curriculum
Framework. (The teacher appraisal system very largely borrowed from the
Bri<sh model needs to be reviewed in the rst instance)
(more rigorous accountability/monitoring of programmes/teaching by
SITE- to ensure that students acquire competencies for NQT on
gradua<on)- Role of Teachers Council??